GRAFFITI ARTBig Idea: Throughout time and across cultures artists have been inspired by the need to express themselves Lesson Title: Graffiti ArtGrade/Class: Color and PaintingTime Allotment: Eight days, 45 min class periodsNarrative of the Class: various learning levels, motivation at a low for some, athletes and artists

OVERVIEWSummary: Within this lesson students will explore various forms of graffiti. They will learn about the history of graffiti, famous graffiti artists, and the many characteristics of graffiti. The students will also be learning about color schemes such as warm vs cool colors, complementary, tertiary, etc. They will then combine their knowledge of graffiti art and color schemes to create their own graffiti work of art. They will be asked to pick a word of 5 or more letters that defines themselves and then design each word with a different color scheme. Students will be aware of the differences between graffiti art and vandalism as well.

Artists/Artwork:

Taki 183, Keith Haring, Banksy, Scape Martinez

Key Concepts:

1. Graffiti is a self-expressive work of art2. Graffiti is an ancient art that grew through history to what we are familiar with today3. Color schemes are important in a work of art

Essential Questions:

1. What makes graffiti a self-expressive art?2. How has graffiti grown though history? What are the characteristics noticed in graffiti?3. Why are color schemes important in a work of art?

Student Questions:

Can we do more than one word?Do I have to paint the background?

Guided Questions:

Is graffiti art or vandalism?Where are the various locations one can find graffiti?Is graffiti just a contemporary art?What are different color schemes one can use in a work of art?How do you wish to express yourself?

PA State Standards:

Arts & Humanities

9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Dance: • move • perform • read and notate dance • create and choreograph • improvise

Music: • sing • play an instrument • read and notate music • compose and arrange improvise

Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct

Visual Arts: • paint • draw • craft • sculpt • print • design for environment,communication, multi-media

9.1.12.E: Delineate a unifying theme through the production of a work of art that reflectsskills in media processes and techniques.

9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural eventsthrough production, performance or exhibition.

9.1.12.J:

Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

9.3.12.A: Explain and apply the critical examination processes of works in the arts andhumanities. Compare and contrast, Analyze, Interpret, Form and test hypotheses,Evaluate/form judgments

9.2.12.B: Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. topresent)

Critical Response

9.3.12.B: Determine and apply criteria to a person’s work and works of others in the arts

Interdisciplinary Connections:

Speaking and Listening1.6.12.A: Listen critically and respond to others in small and large group situations, respond with grade level appropriate questions, ideas, information or opinions.

Common Core:

English Language Arts

CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Science and Technical Subjects

CC.3.6.9-10.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

History and Social Studies

CC.8.5.9-10.C: Analyze in detail a series of events described in a text; determine whetherearlier events caused later ones or simply preceded them.

OBJECTIVES::

Knowledge:

The students will participate in class discussions about the history of graffiti, important graffiti artists, and color schemes

The students will participate in activities to learn various color schemes through an in class discussion and completed worksheet assignment

Skills:

The students will create a graffiti tag expressive of themselves by using graffiti techniques/characteristics learned through an in class discussion and class participation

The students will create a work of art which demonstrates an understanding of color schemes by using watercolors

Dispositions:

The students will reflect on the idea of color schemes being an effective element of art through a completed work sheet and final class critique

The students will participate in a critique by listening and responding to one another.

ASSESSMENT:

Pre-assessment- The teacher will assess the students knowledge on graffiti and color schemes through in class discussions

Formative assessment- Students will be assessed about color schemes through a completed worksheet, and in class activities.

Summative assessment- The student’s final project will be assessed using a rubric, and a student self-assessment will be checked for completion for student’s final understandings

DAY ONE:Motivation- The student’s will be asked “Is graffiti art or vandalism?” A discussion will follow about the differences between graffiti that is art and graffiti that is vandalism.

“People are used to seeing graffiti art in public spaces, after all, that's what makes it graffiti. However, after years of gaining recognition by the art community, graffiti art has been shown in various galleries in New York and London, and artists are often commissioned to do legal murals and other work for art shows.

“Although its artistic merits can't be denied, graffiti is still in fact a form of vandalism. Artists tag both public and private property, which becomes costly for tax payers and business and property owners.”

“There are two types of graffiti: “bombing,” which is volume-based, with writers aiming to tag as many places as possible, and there is “burning,” which is an artistic enterprise.

“It's easy to draw the line legally for both because it all boils down to permission. If you don’t have permission to write or paint, it is a crime. The law does not distinguish between a Rembrandt-caliber painting and an intentional act of vandalism.”

“Legal venues for the art form are great – they allow artists to perfect their works and, perhaps get paid for them.”

Development- As a class we will then go into a discussion about the history of graffiti, talking about the art being evident during the ancient Roman era to what we know it as today, contemporary graffiti. Students will learn about some famous graffiti artists, including Taki 183 (who is credited with starting the tag idea), Keith Haring (who combined his graphics art training with subway art), Bansky (who is an anonymous contemporary graffiti artist), and Scape Martinez (the author of the Graff books). They will also learn about specific characteristics seen among graffiti, such as tags, block-shaped style, interlocking letters and connecting points, bubble letters, wild style, etc. The students will also be learning about different color schemes; monochromatic colors, complementary colors, analogous colors, triadic colors, warm vs cool colors, etc. which they will incorporate into their graffiti art.

Culmination- The students will be introduced to their next project; a work of graffiti art that is expressive of themselves. They will be asked to choose a word that expresses who they are, being at least 5 letters long. Each letter must incorporate a different color scheme within it. The students will be asked to think about location as well when they are brainstorming ideas. They will be asked to begin sketching ideas for the next class. The students will be completing this project in ink and watercolor.

DAY TWOMotivation- Students will enter classroom and will have a refresher on the different color schemes they can incorporate into their project, and will be given a worksheet regarding color schemes to complete. They will be informed on why color schemes/harmonies are important in a work of art. Color harmonies are defined as a pleasing arrangement of parts. In visual experiences, harmony is something that is pleasing to the eye. It engages the viewer and it creates an inner sense of order, and balance in the visual experience. Color harmony delivers visual interest and a sense of order. They will also be reminded of different characteristics and fonts to think about when creating their graffiti art.

Development- Students will have a work period to get their final project ideas together and get started.

Culmination- Students will be asked to clean up with 5 minutes left of class.

DAY THREE:Motivation- When students enter the classroom, they will be enriched with the idea of graffiti being an expressive outlet for artists and the various locations we can find graffiti. The students will first be reminded of the graffiti artist Scape Martinez, and will be read his artist statement regarding his graffiti work. This will hopefully instill the idea of graffiti being an expressive outlet for many artists.

“My art is based on emotions and feelings. Emotions from my past experiences and feelings from the many intricacies of my daily life. During the course of the day there is alot that goes on "in between my ears". I try to latch on to some of those feelings or emotions, maybe translate it into a word, thought, or a phrase and I try to re-create that on a canvas.”

They will be introduced to artists who work on a legalized graffiti mural at the Clemenzi Industrial Park in Beverly. When artists were allowed to paint on the buildings wall, graffiti became less of a problem in the city because the artists were given a place to go and do it legally.

“It’s a good way for people to express themselves and sort of up the communication beyond the bland status quo,” he said. “Everybody gets a voice.”

Development- Students will have a work period, teacher will be available for their assistance

Culmination- Students will be asked to clean up with 5 minutes left of class

DAY FOUR:Motivation- Students will be refreshed on the different water color techniques to incorporate into their project.

Development- Students will have a work period, teacher will be available for their assistance

Culmination- Students will be asked to clean up with 5 minutes left of class

DAY FIVE:Motivation- Students will be enriched with artwork from various graffiti artists from around the world, and will be introduced to an article that is a Tribute to Graffiti; 50 Beautiful Graffiti Artists. They will understand how various graffiti artists have different styles and means of expressing themselves, whether through text, symbols, and color.

Development- Students will have a work period, teacher will be available for their assistance

Culmination- Students will be asked to clean up with 5 minutes left of class

DAY SIX-SEVEN:Motivation- Students will be encouraged to get their materials out and begin working

Development- Students will have a work period, teacher will be available for their assistance. If they get finished early, they have journal assignments to complete

Culmination- On day six, students will be reminded that their projects are due the following class period

DAY EIGHT:Motivation- Students will be asked to hang their finished projects up on the wall in the hallway; a critique will proceed for the class period

Development- Students will be asked to talk about their work, they will be prompted with questions such as how is their work self-expressive of their character, what characteristics of graffiti art are shown in their work, how have they effectively incorporated color schemes in the work?

Culmination- Students will be asked to fill out a self-assessment for their teacher to get a better understanding of their knowledge from the lesson

ADAPTATIONS:

Visual Impairments- The teacher will go over all prompts verbally when they are initially passed out. This will ensure that the students know what the prompt is and understands the prompt. Students will be instructed both verbally and visually.

Hearing Impairments- The teacher will use a microphone during presentations/discussions and the student will be allowed to use a voice recorder to play back what is said in class to themselves.

Learning Disabilities- The teacher will provide the students with tools for them to properly focus on the information provided/discussed in class. The teacher will be providing a handout of the lesson and many visuals as well. The teacher will also be presenting information to the entire class at the start of each class verbally.

LEARNING STYLES:Written- A lesson handout is given to the students that explains the steps to follow to complete the project, and key words with their definitions are provided on the handout as wellVisuals- Examples of Ancient graffiti are shown, contemporary graffiti artists and their work are shown, and an exemplar is shown as well, students will be creating a piece of graffiti art reflective of themselvesKinesthetic- Students will be actively using different materials during this project; pencil, ink, and watercolorVerbal- On day one the teacher will be presenting the lesson in class for everyone to hear, and at the beginning of each class will be giving enrichment tips to remind students of important information

regarding the projectMathematical/Logical- Students will be presented with all the necessary information about graffiti and color schemes before they are asked to begin brainstorming and sketching ideasMusical- Students will learn about how graffiti art is related to the hip-hop culture, and how during the grunge punk movement graffiti was heavily used. Students are allowed to listen to music during class as wellNaturalistic- Students will be asked to think of their environment when creating their graffiti wordInterpersonal- Students will be encouraged to participate in class discussions pertaining to the idea of graffiti being art or vandalism and will be participating in an in class critique Intrapersonal- Students are asked to create a piece of art work that is reflective of who they are

TEACHER RESEARCH:Graffiti is Always Vandalism- http://www.nytimes.com/roomfordebate/2014/07/11/when-does-graffiti-become-art/graffiti-is-always-vandalism When Does Graffiti Become Art?- http://www.nytimes.com/roomfordebate/2014/07/11/when-does-graffiti-become-art Color schemes/harmonies- http://knightdalehs.wcpss.net/student_life/fine_arts/Departments/Fine_Art/Collin/Documents/color.pdf Common Graffiti Characteristics- https://graffitiartsmcc.wordpress.com/2014/02/04/common-graffiti-characteristics/ Ancient Graffiti- http://mentalfloss.com/article/32276/11-colorful-phrases-ancient-roman-graffiti

INSTRUCTIONAL RESOURCES:Beverly Wall Draws Artists from All Over- http://www.bostonglobe.com/metro/2014/11/17/sanctioned-graffiti-walls-offer-legal-space-for-self-expression/WgdddkV3KuEumygiHNUv2I/story.html

Tribute to Graffiti Artists- http://www.smashingmagazine.com/2008/09/14/tribute-to-graffiti-50-beautiful-graffiti-artworks/ Taki 183- http://taki183.net/ Keith Haring- http://www.haring.com/ Banksy- http://banksy.co.uk/faq.asp Scape Martinez- http://www.sm-artgroup.com/twonew-page/

STUDENT SUPPLIES:Pencil

Ink pen/ SharpieWatercolorsPaintbrushesIllustration board

CHANGES:

Spend more time on learning about color schemes, as well as different characteristics found in graffiti art.

GRAFFITI ARTName:Scoring Sheet

Student Teacher

Did the student create a work of graffiti art?

Did the student incorporate at least 5 color schemes into thework and think about the idea of color harmony throughout?

Did the student use water color techniques successfully?

Did the student create a work of art that was expressive of who they are and what they believe?

Is the finished art work representative of their own artisticstyle in the art room?

Scale 1-518/20 = 90/100

Anything else you want me to know?

Teacher Comments: